Is
this country at a tipping point? How do you transform our Republic?
There are four main issues I will discuss in this article:

•
Governance—removing locally elected school officials; • Funding—ushering in federal choice and
vouchers under the reauthorization of the Elementary and Secondary Education
Act (ESEA) which will change our system of taxing and financing schools
to one where the funding will follow the child (this is also a means
to control private schools and expand charter schools);• Charter schools—replacing your local
neighborhood school with a zealous for-profit agenda so that there will
no longer be parent or voter input, or elected school boards, specifically
with an aim to kill public education.• Common Core Standards—ushering in a system
of individualized, psychotherapeutic learning; the standardization of
teaching, testing, and technology in all 50 states; nationalizing education
; and changing traditional education based on academics to a workforce
training model.

The
combination of all four points above puts this scenario together. It
demonstrates that this is the plan for the destruction of our country.
The following stories tell the tale.

New
Orleans. New York. Chicago. Detroit. Philadelphia. Washington DC, and
countless other cities are casting a glimpse in how this nation is being
transformed. If these large cities can be transformed, what chance do
small cities and towns have to sidestep government takeover? There are
both Democrat and Republican fingerprints all over this agenda. Based
on a crisis such as a natural disaster, financial bankruptcy, corruption,
or some other incident, there is an agenda to take control of a city’s
schools by transferring all authority to the mayor or the governor.
In 2006, an action guide for mayors was published by the United States
Conference for Mayors and funded by the Gates Foundation called, "Mayoral
Leadership and Involvement in Education, An Action Guide for Success."
It detailed a step-by-step process to gain control over a city, particularly
its schools. Similarly, in 2008, the National Governor's Association
wrote a report, "State Support for High Performing Charter
School Expansion," which was a plan for state governors to
expand charter schools. Is this the bigger plan?

What
unique circumstances must be in place to force the closing of publicly-run
schools by reorganizing them to become privatized charter schools? Dissolving
all elected school board members and replacing them with appointed councils?
Firing all the teachers and thereby breaking the back of the unions?
[Leave aside for now the debate of benefit versus harm of the teachers
unions, ed.] Replacing experienced teachers with fledgling ‘Teach
For America’ or ‘Education Pioneer’ newbies who have
had just a few weeks of training? Firing teachers through based on subjective
evaluations and “high stakes” testing of students that measures
and molds their personalities? Designing a tax system that moves the
tax base away from the local community? Forcing local neighborhood schools
to close? Dislocating students from their neighborhood surroundings?
Co-locating charter schools within a public school? Destroying both
your parental voice and your representative vote so that there is no
longer any local school district accountability?

Many
of us over the past few decades have been watching elected officials
be thrown out of their rightful positions. We have watched as parents
and educators at meetings and rallies begging for their schools not
to close. Do American citizens truly understand the overall effects
of these increasingly common local events to the entire country? Is
there more to this story? Yes!

Common
Core and Its Agenda

This
report explains the reality that America is facing right now. The foundation
of the [unconstitutional] individual mandate in Obamacare is the same
authority creating an individual mandate in education with the implementation
of Common Core Standards. Both represent an individual mandate that
forces individuals to comply with regulations that erase individual
rights, local control, and states’ rights. This foundation has
already been laid in several of the largest cities in America, and those
people have felt the pangs of freedom being stripped away from them.
The smaller cities are wriggling, dangling bait waiting to be snatched
up into this frenzy of privatization and crony-dealt deals. This agenda
will be full-speed ahead when the reauthorization of ESEA legislation
goes to conference and is passed, and it may also be hastened during
another crisis, such as when the economy dips again.

President
Barack Obama and both the Democratic and Republican policymakers
have embraced the agenda. HR 5 and SB 1094 (the ESEA federal “choice”
legislation where the money follows a child) will crush our Republic
and usher the final blow. It will strangle budget-strapped cities and
feed the privatized charter school spillover that will occur. Investors,
especially those who will profit from this coming crisis, have been
loitering on the sidelines, keeping their eyes on Washington policies
and politics. And, we should do the same.

The
Agenda of Common Core, Choice and Charter Schools

HR
5 and SB 1094, the reauthorization of the ESEA will ultimately destroy
both public and private education, especially through nationalizing
education in the United States through so-called "choice"
and charter schools. Charter schools are not private schools; they are
publicly financed and regulated “choice” and the money follows
the child.

It
is important to realize that the finger pointing at each "side"
by both Republican and Democrat was planned and intentional. Both sides
want to get this job done even though it will end up crashing our economic
system and our system of government.

Let's
set up the agenda: Common Core standards are already well established
in almost all 50 states creating a de-facto national curriculum. Common
Core is personalized education, requiring individualized remediation
for both students and teachers. Common Core standardizes the national
education system via testing data that will be collected, thereby assessing/measuring
every child, teacher, digital curriculum, every principal, every school,
every district, and every state through longitudinal monitoring instruments.
Common Core changes our system of education to a business model. Basic
functional literacy and workforce skills will replace the teaching of
academic subject matter.

National
testing through separate state consortiums (PARCC and Smarter Balanced
and the testing contractor ACT) has formed the model research base and
the foundation for a national test that measures Common Core (now College
Career Citizenship Readiness Standards). A national diploma is being
established: "Achieve, America's Diploma Project" and "ACT
National Career Readiness Project."

Teachers
will be evaluated, not on how well they teach academic content, but
how well their students perform on assessment tests. With digital online
curriculum and cyberschools replacing teacher functions in the daily
school program, computers will reduce the need for teachers. This is
all data-driven. Only the compliant will survive. Reuters reported on
August 2, 2012, in an article titled “Private firms eyeing profits
from U.S. public schools, that:

Education
entrepreneur John Katzman urged investors to look for companies developing
software that can replace teachers for segments of the school day, driving
down labor costs. “How do we use technology so that we require
fewer highly qualified teachers?” asked Katzman, who founded the
Princeton Review test-prep company and now focuses on online learning.
(Source)

So,
how do we get rid of all those teachers? Union-busting mayors are taking
over the schools, firing teachers, and launching charter schools where
leniency in experience
(such as “Teach for America” candidates) and certification
varies.

Any
state can easily opt out of the Memorandum of Understanding with the
Chief State School Officers and the National Governors Association plans
to implement Common Core, but they are already ingrained into your school
system when your state accepted “Race to the Top” grants
and applied for ESEA flexibility waivers mandating standards, testing,
curriculum, and teacher training. Common Core is not federal law, but
your state has agreed to Common Core Standards, like it or not. It is
cemented into your school system. Your state legislators must rescind
Common Core and a standards-based system by law in order to return to
an academic curriculum. This is a states’ rights and local control
issue since the federal government cannot legally direct or supervise
curriculum. It can be done. But, the real pulling-the-rabbit-out-of-the-hat
trick will be performed by the Obama/Duncan agenda. It will complete
the feat of nationalizing education through the federal reauthorization
of ESEA by implementing “choice.” This agenda was designed
with both Democrat and Republican approval in both houses of Congress.
ESEA, (Title I) and Special Education (IDEA) will accomplish this goal.

In
June of 2013, the Democrat-held Senate Education Committee released
SB 1094, ESEA reauthorization, out of committee. On July 19,
2013, the Republican-held House of Representatives passed HR 5, with
“choice” amendments in ESEA reauthorization bills that will
change our system of government via a huge push toward charter schools.
On July 24, 2013, Capital Roundtable, which provides information for
the alternative asset industries, sponsored a private venue conference
for middle market private equity investors in New York to learn where
to invest in for-profit education companies; i.e. “choice.”
Coincidental? I don't think so. The private business sector is offering
numerous opportunities to ride this wave. Follow the money trail.

Charter
schools provide the greatest opportunity to collect a cut of your property
taxes and destroy your local representative government by using public
taxpayer funds. Charter schools do not have elected school boards nor
any direct taxpayer accountability. They are designed to create an exodus
of students from public schools into their federally-controlled “choice.”
Take a glimpse at the models in major cities that have been over-run
with charter schools through extreme measures from mayors and governors.
This phony “choice” agenda is just the beginning to control
the public education system and change how our government functions
locally.

How
Does the Reauthorization of ESEA Feed Into Charter Schools?

The
combination of HR 5 and SB 1094 will permit “choice” funds
to follow an individual student, and those “choice” monies
will be able to go into any private, public, religious, or charter school,
thus diminishing the local tax base. Your neighborhood school will struggle
and may eventually have to close. This is because officials must fund
other private and charter school children who are no longer in their
district, or even across state lines. As local school attendance dwindles,
so does funding to pay for salaries, extra programming, facility upkeep,
Obamacare, and benefit pension costs. If a city or district continues
closing smaller neighborhood schools to keep up with their debt, more
and more services are cut back, teachers are furloughed, severely hurting
the function of the school and feeding the explosive exodus of students
leaving the district. Neighborhood schools will crash financially. Cities
are going bankrupt.

In
both Chicago and New York charter schools have utilized a creative business
model to restructure education by forcing public schools and charters
to compete against each other for scarce resources. By introducing "choice"
initiatives parents and students think they are private consumers of
educational services, while in reality “choice” is stealing
their voice in representative government. School closings by the mayors
in these two cities have created a war in neighborhoods where parents
and teachers are fighting the system to keep their schools open. Shuttering
of these schools has created chaos, while charters schools continue
to be expanded and given funding to continue to expand. Most parents
did not realize there was a bigger plan yanking their neighborhood school
out from under them. They have lost their elected representatives, their
children are paying the price, and they have nowhere left to go to change
the system.

The
Lessons of the Chicago Charter Schools

The
pre-planned Obama/Duncan education agenda modeled in Chicago is designed
to have all public schools become charter schools, and this privatization
agenda has been promoted as education reform. As CEO of Chicago Public
Schools in 2001, Duncan shut down 60 failing schools in the poorest
areas and replaced them with 100 new charter schools. Over the course
of his tenure, Duncan employed a series of measures including the complete
shuttering of schools, the replacement of failing neighborhood schools
with a charter-run school, and/or the total replacement of a school’s
teaching staff. He used the test-driven, market-based policies [TQM,
total quality management, a business model, ed.] built on the foundation
of “Race to the Top.” Student test scores would be tied
to teacher evaluations creating an almost impossible high-stakes feat
for teachers. All students with varying abilities
must be “proficient,” as it is defined by these assessments.
Note: students are being traumatized and have even become physically
ill under the pressures of this constant testing bandwagon. Creative,
bright children are refusing to go to school. Frustrated teachers and
frustrated students do not make an environment for good learning.

Training
and retraining of teachers has become a huge factor for the new Common
Core reform evaluation agenda. "Teach to the test" is the
survival tactic of educators. Teachers, public schools, and charters
are all being evaluated by high stakes testing and the improvement brought
about through “Race to the Top” federal grants. All this
creates a lot of finger pointing. Pennsylvania's ESEA flexibility waiver
grant used federal monies, plus a Gates Foundation grant of $800,000
[Bill Gates has been funding pilot projects of all this reform, ed.],
to establish the Charlotte Danielson Framework For Teaching as a model
to prepare teachers, principles, and superintendents for standards-based
instruction. It states, "Our flexibility grant is all about teachers
performing and being evaluated on how they teach the standards."
Note: the standards are not under any local control; they are nationalized.
Therefore, teaching the standards means teaching to the test. In fact,
some charter schools do nothing but prime their students to take the
test.

Controversy
and charter schools are synonymous. There is an incessant juggling of
test scores, picking and choosing their students, weeding out autistic
kids, or those whose first language isn’t English, moving the
line of proficiency so more students will fare better on testing. Some
charter schools simply remove children who test poorly, thus artificially
raising test scores. Charters get their funding through attendance levels
and even that has been controversial as there are attrition numbers
when students leave. Some Charter schools have lotteries, some do not
accept special ed students. Some charters select students by grade point
average which is easier to manipulate to improve scores. Unfair comparisons
have been made between charter schools with an attendance number of
only 75 and a public school that has an attendance number of over 500.

One
of the biggest controversies sprang from Washington D.C.'s past Chancellor,
Michelle Rhee, who has been under attack for erasing school test scores.
The documentary, Waiting For Superman, sings praises about
charter schools and highlights Chancellor, Michelle Rhee. However, her
tenure in D.C. has been marred with controversy.

The
focus of this insidious agenda is to break the back of your neighborhood
public school by using under-achievement as a crisis to close public
schools, and then, conveniently, offering funding and setting up charter
schools as the answer. “Choice” will finish the job of crushing
the old system. It doesn't seem to matter to Obama, nor his Republican
and Democratic cohorts, that this education plan is hurting
minorities and the most desperate poor in this gentrification of communities
and the remaking of public schools into charter schools. Families are
being forced to move away or go to schools across the city. Objections
from parents and teachers alike have fallen on deaf ears. Chicago, New
York, New Orleans, and Philadelphia have felt the hard nudge of socialism,
but not without protest, complaints, challenges and disapproval. However,
parents and local communities seem to have no power to stop the changes
once a mayor or governor takes control of their neighborhood schools.
Make no mistake about it: Obama is using the "poor" to change
our system of government.

The
Per-Pupil Funding Agenda—"Following the Child"

Arne
Duncan explained it in the Chicago District budget book that "funding
is not tied to positions, which gives these schools much more flexibility
in deciding how to spend their budget dollars." Chicago's business
model attached dollars to students and let parents vote with their feet
by choosing schools for their children. Chicago's funding is attached
to kids with their name on it. Funding would follow the child and not
fund programs, staff, or certain types of schools. Uniform-base funding
or per-pupil funding (i.e., equalization and equity in funding) would
replace how schools finance their budgets. There has been experimentation
with a pilot weighted student formula-type program under Arne Duncan's
seven-year tenure in Chicago where the money follows the child.

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Will
the United Sates 'rethink' how to finance public schools? It will be
interesting to see the change toward the federal 'per pupil funding'
(i.e., equalization and equity in funding) using "poverty"
as a means for funding each individual student, and how that will work
across the United States. Property taxes have been the norm, with local
taxing authorities and local government in Plain Town America having
control of the purse strings. What will happen to property values for
homeowners? So, what will happen to those schools with Zip Codes in
wealthier school districts, where parents want "better" schools,
when the change for a uniform base funding scheme happens at the state
level? Many states already have filed suit against the unconstitutionality
of property taxes funding schools under "equality." It is
called” leveling the playing field” for a socialist America.
We can only guess at the impact of how this change might take place.
Older Americans may bite the bait, believing that they will not have
to pay for schools through property taxes. On the other hand, state
taxes on purchases as well as transfer taxes of property may skyrocket.
This part of the scheme remains to be unknown. For part two click below.

In
1990 a federal investigation was completed against the Pennsylvania Department
of Education, after filing a federal complaint against the Educational
Quality Assessment, EQA, & the US Department of Education's National
Assessment of Educational Progress, NAEP, under the Protection of Pupils
Rights Amendment. Forced the Pennsylvania EQA to be withdrawn. Forced
the US Department of Education to do their job to investigate the psychological
testing of children without informed written parental consent. NAEP was
never investigated because the Department said I didn't have standing,
although documents had proven that NAEP did experimental research &
used different states to pilot their agenda by embedding their test questions
into the Pennsylvania EQA as well as other state tests.

Subject
& main researcher for the book, Educating for the New World Order.
My story is told about an incredible journey into the devious & deceptive
operations of our government to change the values, attitudes & beliefs
of American children to accept a new world order. The first to document
the expansive data collection operation of our government establishing
micro-records on individual people in the United States. Experimentation,
illegal testing, & data collection is exposed.

Lectured
all over the Unites States in the 90's about illegal & controversial
testing, curriculum, & collection of data by our government. Arranged
& lectured town hall meetings all across the state of Pennsylvania
to withdraw affective student learning outcomes to stop Outcome Based
Education. In January of 1992, parents in Pennsylvania won the battle
against OBE when the Independent Regulatory Review Board had requested
that the State Board of Education remove all outcomes which dealt with
attitudes, habits, traits, feelings, values, & opinions which are
difficult & subjective to measure & that the remaining outcomes
be defined & coordinated with academic requirements that can be measured.
The battle continues.